Student dissatisfaction with feedback and assessment is one of the leading concerns in ensuring high-quality learning and teaching in the UK and Ireland. Relying on passive modes of assessment causes a deep disconnect between skills needed for the future versus the skills being assessed. To bridge this gap, it is necessary that educators adopt diverse and authentic assessment methods, but how can institutions implement them effectively?
Jisc recently partnered with FeedbackFruits to better address educational challenges as such and continue supporting higher and further education institutions in the region. With a tool suite of 15 VLE-integrated solutions, FeedbackFruits helps educators streamline the (peer) feedback processes, facilitate authentic assessment, and encourage collaboration in any setting.
Join the webinar to learn how FeedbackFruits can help your institution efficiently scale feedback and assessment processes and enrich the student experience.
Get a head start on enhancing your educational practices by downloading our ebook, "Authentic Assessment Rubrics in Higher Education: A Collection of Templates." This resource complements the topics we'll be discussing at OLC and provides valuable insights for educators seeking to implement authentic assessment strategies including:
Abdulla Dilimi is an Account Executive for the Europe region at FeedbackFruits. For over two years, he has been helping higher education institutions in the United Kingdom, Ireland, and beyond implement pedagogic technology to scale effective assessment and feedback.
Grace Wachter is a Business Development Representative and Pilot Success Specialist at FeedbackFruits. Guiding UK and Irish institutions from initial exploration to successful implementation and adoption, she helps instructors streamline teaching and learning by engaging in pedagogic best practice that enhances student satisfaction.
Passionate about the world of Digital Learning, Marion’s journey has afforded her a 360° view of this sector: starting as a distance learner, then progressing to become a tutor and online instructor, and ultimately an instructional designer. With a blend of pedagogical innovation and UX Design, she enjoys envisioning and crafting learning experiences that foster participants' engagement. Marion finds AI to be valuable in saving time when creating certain pedagogical activities, particularly quizzes with detailed feedback. She sees value in leverage AI to generate templates that can be personalized.
Adrien Painturier champions the use of digital tools to elevate educational practices. With a notable interest in AI, functioning as a daily user and facilitator, he is dedicated to enhancing the pedagogical landscape. His initiatives ensure faculty and students are well-equipped to employ innovative technologies, aligning with HEC Paris's vision for a progressive and interactive learning ecosystem.
Melinda is a learning designer who received her training as a high school teacher in Hungary and completed her PhD at Paris VIII & Cornell. She is dedicated to creating impactful courses across a variety of projects, ranging from designing courses for EMBA public programs to collaborating with NGOs. Melinda is particularly interested in how AI can facilitate the development of high quality courses and how it could be integrated in personalized learning via algorithms to tailor educational content and assessments according to each student's individual needs and learning styles.
Marie is a learning designer at HEC Paris. She has 16 years of experience in instructional design across both private and public sectors, including institutions such as Demos Group, Crédit Agricole, and Paris-Dauphine University. In her work, Marie is particularly focused on the clarity of course structure and ways of managing learners' attention span and engagement. Marie is interested in how AI can be used to do more than just generate educational content (which she already does on a regular basis). For example, how could AI be used to give students detailed feedback on their work?
As a Digital Learning Leader and innovation Manager at the Pedagogical Innovation Laboratory (PILab) of EDHEC Business School, Claudia is actively involved in the search for transformation of the educational landscape. She is dedicated to improving the learning experience, contributing to an engaging environment for students, teachers, and researchers. Her role involves providing strategic guidance for the seamless integration of technology into face-to-face, blended, and online learning across all university programs. Claudia's approach to teaching and learning also revolves around the use of Artificial Intelligence to promote creative engagement and collaborative learning, ensuring that the educational journey is not just informative but also transformative.
As a passionate educator and curriculum designer, Shani Naude is dedicated to empowering students of all ages to reach their full potential. Armed with a Master's degree in Education and currently pursuing a PhD from the University of the Free State, she brings experience in teaching, curriculum development, and learning design. Her diverse background includes running a successful homework and tutoring center, designing engaging learning experiences for students, and developing dynamic Life Science workshops for high school learners. Driven by a commitment to innovation, she has been a part of impactful programs such as the "Digital Skills and Competencies Pathway for Students" to equip learners with the skills they need to thrive in a rapidly changing world.
Matlali Mthembu's journey commenced at the University of the Free State, where she was offered an opportunity to become an A_STEP intern. She then transitioned into the role of a Learning Developer within the BLISS (Blended Learning Innovation Support Services) focus area in the Centre for Teaching and Learning. Her technological acumen and dedication to student learning experiences were key to the role. Seven months later, she transitioned to the Learning Designer role. Amidst the COVID-19 lockdown challenges, she continued to support the QwaQwa Campus staff and students in adopting and using Blackboard and other learning technologies in learning and teaching. Her aspirations are rooted in the utilization of empowerment, collaboration, scholarship, and inclusivity values to shape the realms of technology use, instructional design, and student training and support in the UFS QwaQWa Campus.
Retshegofaditswe Diswane is currently a Junior learning designer for the Faculty of Education at UFS. She started her career in higher education as an Edu-Tech buddy during her undergraduate studies. After graduating with a BCom degree, she was employed as a Blackboard Helpdesk assistant and then subsequently became a Learning developer for the Faculty of Theology and Religion. She thrives on the challenge of blending technology and pedagogy to foster meaningful connections and promote lifelong learning.
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Grace Wachter is a Pilot Success Specialist at FeedbackFruits, closely working with University of Free States and other piloting institutions to help them achieve their goals on teaching & learning. She guides innovative institutions from initial exploration to successful implementation and adoption, she helps instructors streamline teaching and learning by engaging in pedagogic best practice that enhances student satisfaction.
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A collection of rubric templates for authentic, effective, and scalable assessment
We have prepared this exclusive content to guide educators at business schools with the use cases from the Wharton School and Griffith University. In this ebook, you will find classroom-validated strategies to facilitate group work in large-size online courses with effective use of technology.
We gather the most valuable resources and learnings on pedagogy and email them to you every month.
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